Structured training options
When to consider training
Different types of structured training suit different learning needs and each approach has advantages and limitations. The following description will help you understand what to expect from structured training and what elements you will need to address in-house. In practice, structured training programs are likely to combine different types of training. For example, an on-line learning program could include a hands-on workshop. Section 3 of this guide provides advice about what to look for when selecting training.
Building knowledge: Structured training can be a good way to build the foundational knowledge needed to underpin practice. You will find lists of essential knowledge in the ‘what you know’ section for each set of capabilities in the Framework and in the ‘knowledge’ section for each skills descriptor in the NDIS Practice Standards: High intensity support skills descriptors.
If you are relying on training to build knowledge, consider how you will support the learner to apply their new knowledge in practice. For example, in the scenario on supporting Michael, Fred can learn the principles of risk enablement and management by attending training. He then needs support back in the workplace to understand how to apply this when supporting Michael and how the principles fit with the organisation’s policies.
Experiential learning: This type of training provides opportunities for ‘hands on’ practice. Experiential learning is especially relevant to develop practical abilities involving motor skills, such as how to use safe manual handling techniques when supporting transfers of participants with limited mobility. The best training solution for practical skills is one that provides workers with opportunities to directly observe and practice in a real or realistic simulated environment.
Not all experiential learning needs to be done face-to-face. For example, building relational capabilities such as how to have difficult conversations is ideally supported by opportunities for learners to interact with others, such as in role play situations, to test out different approaches. This could be delivered either face-to-face or by interactive online learning.
Prompting good practice and refreshing existing capabilities:
If a worker needs to refresh existing capability, they could review underpinning knowledge by accessing online resources, such as longer-form explanatory resources or micro-learning quizzes or tips. If they are confident about their knowledge but need practice, structured training may not be the best solution. It might be more useful to partner them up with an experienced worker to attend some buddy/shadow shifts.